This article is by Professor Shailini George (Suffolk) and can be found at 66 Me. L. Rev. __ (2013) and SSRN here. From the abstract:

Today’s
law student enters law school as a digital native, constantly “plugged
in” and accessing information at a moment’s notice, often during class
time itself. Yet scholars agree that these students are entering law
school with weaker reading and reasoning skills than prior generations,
due in large part to the way students multitask through life. This
article aims to address the problems caused by the intersection of these
two issues by applying cognitive learning theory to the law school
environment. Part One examines the characteristics of our current
students by describing their skills and learning styles upon arriving at
law school. Part Two examines cognitive learning theory insofar as it
can inform our teaching andragogy: specifically, how do today’s students
learn, how can we help our students learn better, and what effect does
their multitasking have on learning? The final section suggests ways
for students and educators to better translate the information offered
in class into knowledge. Ultimately, this article suggests teaching
students about metacognition and effective study techniques while also
encouraging professors to design and plan their courses by adopting
cognitive learning theories and using more visual aids, visual
exercises, and assessments to help students better learn the material.

You can also read a short interview with the author here at the Wall Street Journal Law Blog.